Observation/Reflection #1: Starting From the Beginning During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?
It is difficult to observe yourself but I will do my best to describe what I do at the beginning of each class. The following represents my actions leading up to the beginning of the lesson for a ninth grade Biology class.
Observations: When the bell rings, I open my door to allow the current class to exit. I then prop open the door with a doorstop and stand far enough away from the door to allow students to enter, yet close enough to see inside the classroom. As students approach I greet them by shaking hands, fist bumping or just saying good morning as they enter. I will also make eye contact and exchange pleasantries with students who are just passing in route to other classes. The hallway usually clears a minute or two before the next bell rings; at that point I will close the door and a take up a position in front of the class.
When the bell rings, I ask the students to find their seats and prepare themselves to begin class. I will stand quietly and look out over the class as the students settle in and when I have their attention I ask them to pass forward their homework assignments. While they shuffle papers I take out my class folder and randomly select three students to return any assignments that I have previously collected and graded. I will give each of the selected students about 1/3 of the returns and tell them to "make some friends" as they return the graded assignments.
Once the paper shuffle is complete I will again ask the students for their attention and begin with a question like "Does anyone have any questions from last night's fifteen minutes of fun?"* Typically, a student will raise a hand and ask for clarification on something that we discussed in class the previous day. The lesson has begun.
Reflections:
Greeting students at the door, sets a welcoming tone for the class and gives me a chance to read faces as students enter the class. I can usually tell if a student needs uplifting or appears troubled, and it gives me a chance to ask if they need help or if we need to resolve a problem before we begin class. Exchanging pleasantries tells students that I am "on their side" and gives them an opportunity to ask me any questions that they my have prior to the initiation of the lesson. The most important piece of this simple activity is that it helps to build relationships and supports the exchange of information on a one to one basis.
The paper shuffle usually takes 3-5 minutes and apparently steals some valuable class time. Perhaps when I become more acquainted with the electronic media I will be able to eliminate some paper and steal time back.
*What I call fifteen minutes of fun refers to a standing homework assignment that asks students to review each day's activities, write down any questions that they may have and bring them to class for clarification. This strategy serves to get some students to spend time reinforcing the lesson and gives me an opportunity to reactivate knowledge on a daily basis. As each class ends, I remind the students to remember their fifteen minutes of fun tonight!
During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?
It is difficult to observe yourself but I will do my best to describe what I do at the beginning of each class. The following represents my actions leading up to the beginning of the lesson for a ninth grade Biology class.
Observations:
When the bell rings, I open my door to allow the current class to exit. I then prop open the door with a doorstop and stand far enough away from the door to allow students to enter, yet close enough to see inside the classroom. As students approach I greet them by shaking hands, fist bumping or just saying good morning as they enter. I will also make eye contact and exchange pleasantries with students who are just passing in route to other classes. The hallway usually clears a minute or two before the next bell rings; at that point I will close the door and a take up a position in front of the class.
When the bell rings, I ask the students to find their seats and prepare themselves to begin class. I will stand quietly and look out over the class as the students settle in and when I have their attention I ask them to pass forward their homework assignments. While they shuffle papers I take out my class folder and randomly select three students to return any assignments that I have previously collected and graded. I will give each of the selected students about 1/3 of the returns and tell them to "make some friends" as they return the graded assignments.
Once the paper shuffle is complete I will again ask the students for their attention and begin with a question like "Does anyone have any questions from last night's fifteen minutes of fun?"* Typically, a student will raise a hand and ask for clarification on something that we discussed in class the previous day. The lesson has begun.
Reflections:
Greeting students at the door, sets a welcoming tone for the class and gives me a chance to read faces as students enter the class. I can usually tell if a student needs uplifting or appears troubled, and it gives me a chance to ask if they need help or if we need to resolve a problem before we begin class. Exchanging pleasantries tells students that I am "on their side" and gives them an opportunity to ask me any questions that they my have prior to the initiation of the lesson. The most important piece of this simple activity is that it helps to build relationships and supports the exchange of information on a one to one basis.
The paper shuffle usually takes 3-5 minutes and apparently steals some valuable class time. Perhaps when I become more acquainted with the electronic media I will be able to eliminate some paper and steal time back.
*What I call fifteen minutes of fun refers to a standing homework assignment that asks students to review each day's activities, write down any questions that they may have and bring them to class for clarification. This strategy serves to get some students to spend time reinforcing the lesson and gives me an opportunity to reactivate knowledge on a daily basis. As each class ends, I remind the students to remember their fifteen minutes of fun tonight!